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Janalee Morris Tom Buchanan Janet Arnold Tracie Czerkawski Brad Congram 《Learning disabilities research & practice》2023,38(4):296-310
Academic accommodations for students experiencing disabilities are increasingly available at postsecondary institutions. More studies of the efficacy of accommodations for student success are warranted, however. Given the increased gender gap in university participation, more focus on the unique impact of gender is also needed. Using a sample of students registered with Access and Inclusion Services with learning disabilities (LD), attention-deficit/hyperactivity disorder (ADHD), and combined LD/ADHD at a Canadian undergraduate university (N = 661), we explored the impact of gender on academic performance and accommodation usage. Next, we examined how gender intersected with the impact of academic accommodations on academic performance. Women, on average, demonstrated better academic performance. Academic strategies and assistive technologies were not associated with higher academic performance. However, testing accommodations (extended time and environmental accommodations) were positively associated with academic performance for men with LD or ADHD, but not for the combined group LD/ADHD. For the former two, the more tests accommodated, the higher the academic performance. Furthermore, this gender association was most prominent for students experiencing ADHD. Interpretations and policy recommendations related to these findings are presented. 相似文献
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Three-dimensional microfluidics holds great promise for large-scale integration of versatile, digitalized, and multitasking fluidic manipulations for biological and clinical applications. Successful translation of microfluidic toolsets to these purposes faces persistent technical challenges, such as reliable system-level packaging, device assembly and alignment, and world-to-chip interface. In this paper, we extended our previously established fit-to-flow (F2F) world-to-chip interconnection scheme to a complete system-level assembly strategy that addresses the three-dimensional microfluidic integration on demand. The modular F2F assembly consists of an interfacial chip, pluggable alignment modules, and multiple monolithic layers of microfluidic channels, through which convoluted three-dimensional microfluidic networks can be easily assembled and readily sealed with the capability of reconfigurable fluid flow. The monolithic laser-micromachining process simplifies and standardizes the fabrication of single-layer pluggable polymeric modules, which can be mass-produced as the renowned Lego® building blocks. In addition, interlocking features are implemented between the plug-and-play microfluidic chips and the complementary alignment modules through the F2F assembly, resulting in facile and secure alignment with average misalignment of 45 μm. Importantly, the 3D multilayer microfluidic assembly has a comparable sealing performance as the conventional single-layer devices, providing an average leakage pressure of 38.47 kPa. The modular reconfigurability of the system-level reversible packaging concept has been demonstrated by re-routing microfluidic flows through interchangeable modular microchannel layers. 相似文献
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Ivo J.M. Arnold 《International Journal of Educational Research》2009,48(4):215-224
This paper measures the impact of timing on student evaluations of teaching effectiveness, using a dataset of close to 3000 observations from Erasmus School of Economics. A special feature of the data is that students were able to complete on-line questionnaires during a time window ranging from one week before to one week after the final examination. This allows for the isolation of the effect of the examination on student evaluations. Among students who subsequently pass the exam, we find little difference between pre- and post-exam ratings. Among students who fail, evaluation scores are significantly lower after the exam on a number of items. Our evidence is compatible with a self-serving bias in student evaluations, but does not indicate that students seek revenge on instructors through lower ratings. 相似文献
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